Saskatchewan

$Saskatchewan flag$

Skills available for Saskatchewan grade 5 English language arts curriculum

Objectives are in black and IXL English language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

Show alignments for:

Saskatchewan Curriculum Outcomes Saskatchewan Curriculum Outcomes
Saskatchewan Foundational and Learning Objectives: Compose and Create Saskatchewan Foundational and Learning Objectives: Compose and Create
WNCP Common Curriculum Frameworks WNCP Common Curriculum Frameworks

Actions

Print curriculum

CC Students will develop their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.

CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity (e.g., What Should I Do), community (e.g., This is Our Planet), social responsibility (e.g., Teamwork) and express personal thoughts shaped through inquiry.
- a Create spoken, written, and other representations that include:
- b Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral, and written format using inquiry.
- c Use inquiry to explore a problem, question, or issue related to a topic being studied in English language arts or a topic of personal interest including:
  - summarizing personal knowledge and understanding of a selected topic to help formulate relevant questions appropriate to a specific audience and purpose for group or individual inquiry or research
  - gathering and recording ideas and information using a plan
  - answering inquiry or research questions using a variety of sources such as newspapers, diaries, Elders, interviews, and field trips
  - determining the usefulness of ideas and information for inquiry or research purpose and focus using pre-established criteria
  - using a variety of tools to access ideas and information
  - organizing ideas and information into categories (e.g., what, where, when, how, so what)
  - making notes using own words and providing publication dates and authorship of sources
  - assessing knowledge gained through inquiry or research
  - forming personal conclusions and generating new questions for further inquiry or research
  - explaining findings from inquiry or research on a topic, question, problem, or issue in an appropriate visual, oral, and written format.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts.
- a Consider which form (e.g., drama, drawings, dance, diagrams, music, three-dimensional objects, posters, cartoons, maps, graphs, photographs, pictures, charts, and videos) is most appropriate for various tasks and identified purposes.
- b Select and flexibly use appropriate strategies (before, during, and after) to communicate meaning when using other forms of representing.
- c Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to communicate meaning when using other forms of representing.
- d Use graphic organizers to clarify and shape understanding.
- e Prepare a clearly organized multimedia presentation using pre-established organizers and criteria.
- f Integrate a variety of representations including illustrations, graphs, maps, and graphics into written and oral presentations.
- g Present information clearly and appropriately for each medium and recognize that the conventions of language and the medium are designed to help the audience understand what is said or presented.
- h Use computers and authoring software to compose texts and graphic representations.
- i Include charts, graphs, tables, maps, graphics, and illustrations in researched inquiry presentations.
CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g., giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for particular audiences and purposes.
- a Deliver focused and coherent presentations that engage the audience with appropriate verbal cues, facial expressions, and gestures; that convey ideas clearly; and that relate to the background and interests of the audiences.
- b Select and flexibly use appropriate strategies (before, during, and after) to communicate meaning when speaking.
- c Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to communicate meaning when speaking.
- d Select a focus, organizational structure, and point of view for an oral presentation; decide what to say and how to say it; clarify and support spoken ideas with evidence and examples.
- e Deliver narrative presentations that establish a situation, plot, point of view, and setting with descriptive words and phrases and show the listeners, through the explanations and narration, what happens.
- f Deliver informative presentations about an important idea, issue, or event by framing questions to guide listeners, establishing a central idea or topic, and developing the topic with simple facts, details, examples, and explanations.
- g Deliver a narrative from a First Nations and Métis tradition that follows the teaching of the oral tradition.
- h Deliver oral responses to literary and other texts (including First Nations and Métis texts) or presentations that include both personal responses and textual evidence or examples from the work to support insights and conclusions.
- i Participate in a variety of oral presentations including dramatization (role play), discussion circles, introducing a visitor to the class or school, and giving directions.
- j Fulfill role as group member and respect and respond sensitively to the ideas, opinions, and interpretations of others.
CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters) compositions that clearly develop topic and provide transitions for the reader.
- a Write clear multi-paragraph compositions (e.g., three to five paragraph report or essay of at least 300 words) that focus on a central idea, reflect awareness of the audience(s) and purpose(s), contain clear introductions and conclusions, and include paragraphs in a logical sequence.
  - Which sentence is more formal? (5-C.2)
- b Select and flexibly use appropriate strategies (before, during, and after) to communicate meaning when writing.
- c Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to communicate meaning when writing.
- d Write narrative compositions that develop a situation or plot and point of view, describe the setting, and present an ending.
- e Write expository compositions that establish a topic, include important ideas or events in a logical order, provide details and transitional expressions that clearly link one paragraph to another, and offer a concluding paragraph that summarizes important ideas.
- f Write expository reports that explore key ideas, issues, or events in response to questions that direct an investigation, establish a controlling idea or topic sentence, and develop the topic with simple facts, details, examples, and explanations.
- g Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to glean information and ideas for expository or informational writing.
- h Create documents by using electronic media and employing computer features (e.g., topic searches, thesaurus, spell checks).
- i Write persuasive letters or compositions that state a clear position, support that position with relevant evidence, follow a simple organizational pattern, and address the reader's need for clarity.
  - Which sentence is more formal? (5-C.2)
  - Positive and negative connotation (5-CC.2)
- j Experiment with different forms including poems, short scripts, and journal entries to communicate and demonstrate understanding.

Saskatchewan

Show alignments for:

Actions

CC Students will develop their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.

CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity (e.g., What Should I Do), community (e.g., This is Our Planet), social responsibility (e.g., Teamwork) and express personal thoughts shaped through inquiry.

a Create spoken, written, and other representations that include:

a clear and specific message

a logical and coherent organization of ideas

a competent use of language and conventions.

b Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral, and written format using inquiry.

c Use inquiry to explore a problem, question, or issue related to a topic being studied in English language arts or a topic of personal interest including:

summarizing personal knowledge and understanding of a selected topic to help formulate relevant questions appropriate to a specific audience and purpose for group or individual inquiry or research

gathering and recording ideas and information using a plan

answering inquiry or research questions using a variety of sources such as newspapers, diaries, Elders, interviews, and field trips

determining the usefulness of ideas and information for inquiry or research purpose and focus using pre-established criteria

using a variety of tools to access ideas and information

organizing ideas and information into categories (e.g., what, where, when, how, so what)

making notes using own words and providing publication dates and authorship of sources

assessing knowledge gained through inquiry or research

forming personal conclusions and generating new questions for further inquiry or research

explaining findings from inquiry or research on a topic, question, problem, or issue in an appropriate visual, oral, and written format.

CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts.

a Consider which form (e.g., drama, drawings, dance, diagrams, music, three-dimensional objects, posters, cartoons, maps, graphs, photographs, pictures, charts, and videos) is most appropriate for various tasks and identified purposes.

b Select and flexibly use appropriate strategies (before, during, and after) to communicate meaning when using other forms of representing.

c Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to communicate meaning when using other forms of representing.

d Use graphic organizers to clarify and shape understanding.

e Prepare a clearly organized multimedia presentation using pre-established organizers and criteria.

f Integrate a variety of representations including illustrations, graphs, maps, and graphics into written and oral presentations.

g Present information clearly and appropriately for each medium and recognize that the conventions of language and the medium are designed to help the audience understand what is said or presented.

h Use computers and authoring software to compose texts and graphic representations.

i Include charts, graphs, tables, maps, graphics, and illustrations in researched inquiry presentations.

CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g., giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for particular audiences and purposes.

a Deliver focused and coherent presentations that engage the audience with appropriate verbal cues, facial expressions, and gestures; that convey ideas clearly; and that relate to the background and interests of the audiences.

b Select and flexibly use appropriate strategies (before, during, and after) to communicate meaning when speaking.

c Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to communicate meaning when speaking.

d Select a focus, organizational structure, and point of view for an oral presentation; decide what to say and how to say it; clarify and support spoken ideas with evidence and examples.

e Deliver narrative presentations that establish a situation, plot, point of view, and setting with descriptive words and phrases and show the listeners, through the explanations and narration, what happens.

f Deliver informative presentations about an important idea, issue, or event by framing questions to guide listeners, establishing a central idea or topic, and developing the topic with simple facts, details, examples, and explanations.

g Deliver a narrative from a First Nations and Métis tradition that follows the teaching of the oral tradition.

h Deliver oral responses to literary and other texts (including First Nations and Métis texts) or presentations that include both personal responses and textual evidence or examples from the work to support insights and conclusions.

i Participate in a variety of oral presentations including dramatization (role play), discussion circles, introducing a visitor to the class or school, and giving directions.

j Fulfill role as group member and respect and respond sensitively to the ideas, opinions, and interpretations of others.

a Write clear multi-paragraph compositions (e.g., three to five paragraph report or essay of at least 300 words) that focus on a central idea, reflect awareness of the audience(s) and purpose(s), contain clear introductions and conclusions, and include paragraphs in a logical sequence.

b Select and flexibly use appropriate strategies (before, during, and after) to communicate meaning when writing.

c Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to communicate meaning when writing.

d Write narrative compositions that develop a situation or plot and point of view, describe the setting, and present an ending.

e Write expository compositions that establish a topic, include important ideas or events in a logical order, provide details and transitional expressions that clearly link one paragraph to another, and offer a concluding paragraph that summarizes important ideas.

f Write expository reports that explore key ideas, issues, or events in response to questions that direct an investigation, establish a controlling idea or topic sentence, and develop the topic with simple facts, details, examples, and explanations.

g Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to glean information and ideas for expository or informational writing.

h Create documents by using electronic media and employing computer features (e.g., topic searches, thesaurus, spell checks).

i Write persuasive letters or compositions that state a clear position, support that position with relevant evidence, follow a simple organizational pattern, and address the reader's need for clarity.

j Experiment with different forms including poems, short scripts, and journal entries to communicate and demonstrate understanding.